Significant Concept: Poetry is a form of condensed and precise language that expresses humanity and the human experience. Essential Questions: How does poetry express humanity and the human experience?
How do poetic devices contribute to the overall understanding and appreciation of poetry?
What strategies can I employ to analyze a poem? In what ways can I express my analysis?
How can we relate poetry to our lives and/or our beliefs?
B. Warm-up: Write your definition of poetry. (5min) C. Distribute “What is Poetry Poems” handout -Read these and Add to your definitions (15min) -Walk and read five other people’s definitions (5min) (Leave your table) -Go back and add any great insights (2min) D. Poem Share -Share favorite poem + Why -Distribute Poem Share Form – Different Students will present each day ( See Google Doc) Add-Name-Day of Sharing – Sign Up – 3 minutes. Write this date down J E. Professional Poetry Reading -Sarah Kay, “Hands” -Sarah Kay, “Hiroshima”
HW: Bring colored pencils / crayons
Day 2 – Block B Jan 11
A. Poetic Devices Poster
-Assignment
-Poetic Element
-Definition
-Examples from poetry
-Relevant picture
-These need to look spectacular, so I can hang them.
-Devices: See Chart.
-3 groups
B. Allow rest of block to work
Day 3 – Block B Jan. 13 Mrs. Gilbert Poem Sharing “The Zode in the Road of Dr. Seuss”…What do you think?
A. Allow time for Poetic Devices Poster
Day 4 – Block B Jan. 16
A. Poster Presentations (7-10min total)
B. Distribute “Poetic Elements Quiz work together – See how many you know…look up the rest :)”
HW – complete filling in at least 15 questions (11 are vocabulary we previously discussed)
Cycle 16
Day 4 – Block B Wed. Jan.18
W-up: Journal – Do you like poetry? Why or why
not?” (5 minutes)
2. Students will listen to poem: Richard Cory, students will respond to poem using the words that they recognize that describe feelings or tell about the poem – ex. The words gentleman and clean tell me that Richard was a sophisticated man that walked with purpose and was handsome.
3 – Students will underline all words they know – we will investigate words they don’t with a partner
4 – Students will again respond to poem..
5 – What is Irony? How is the end of the poem ironic?
Put “Richard Cory” on board and annotate
-Read it aloud first à Paraphrase
-See what we can find
B. Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?
Day 5 - Thursday January 19th Objective: Students will be able to work as a group to analyze a poem. Students will then try to identify what elements they found in the poem. Students will become familiar with some literary devices like Irony, characterization, mood . Agenda Warm-up: What does a successful person look like to you – Define success? Explain your answer. 1) Students will discuss characterization of Richard Cory and ultimately his fate. How do you relate? In your opinion, what is the most important thing in life and what was missing from Cory’s? 2) As a class - Students will analyze irony, characterization – and write this out using prepared questions in a group 4) Answer questions individually – we will share these on Monday.
Day 6 Monday January 30
Happy Lunar New Year: Spring is Coming!
W-UP: Lunar New Year Prediction: What is one goal or hope you have for the upcoming year? Please describe why it is so important.
Objective: Students will be able to recall certain information relating to poetic devices. Students will be able to identify a process to relate to and understand poetry.
1) What is irony? Think/Pair/Share 2) Students will read ‘We real Cool” and discuss what they notice about the poem – what makes it unique – what is it saying – What is unique about the language? 3) Remind students about TPCAST tool to unlock meaning
4) Walk through What is Mood/Tone
5) Look For Meaning: We Real Cool – including Mood and Tone.
Day 7 Tuesday Jan 31
Journal Warm-up: The following lines are from the poem “The Walrus and the Carpenter” by Lewis Carroll: “’The time has come’, the Walrus said, ‘To talk of many things: of shoes –and ships-and sealing wax-Of cabbages-and kings-‘“
W-Up: List all of your favorite things to talk about.
Debrief looking at “We Real Cool.”
Look at Exemplars of TPCAST – 1, 2 – General Discussion of What is shown
Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?
HW: Finish questions individually if necessary
Day 13, Friday Feb. 10 W-UP. What is it to BE? Write a paragraph that includes at least 10 words that rhyme with be
Debrief questions for Tide Rises Tide Falls.
Students are introduced to the poem “The Fish” by Lila Zeigler -
Students complete TPCAST/walk through independently
Read it aloud first à Paraphrase
Go further from there. Look at meter/rhyme scheme - What can you identify?
Discuss.
Complete Reflection Questions as a group.
Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?
HW: Finish questions individually if necessary
Day 14, Monday, February 13, 2012 Metaphor/Simile W-UP…Write 10 Food and people metaphors or similes. In other words, compare a persona (real or imagined to food. For example, you might say, “Franco is as assertive as a wilted piece of lettuce, “ or, “Marianna’s har is as red as tomato soup.” Your comparisons should create a very clear image of the person.
Students are introduced to the poem “The Fish” by Lila Zeigler -
Students complete TPCAST/walk through independently
Read it aloud first à Paraphrase
Go further from there. Look at meter/rhyme scheme - What can you identify?
Discuss.
Discuss: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?
Begin Reflection Questions as a group.
HW: None
Day 15, Wednesday, February 15, 2012
W-up: Onomatopoeia : Burp! Slosh! Snort! Write a paragraph incorporating at least ten onomatopoetic words. Onomatopoetic words are words that sound like what they mean. Example: Smack, bam, beep, boom, swoosh, hiccup, plop, fizz, bonk
Complete discussion questions for FISH on your own.
Debrief questions – Ask and answer of each other – focus correct question formation and appropriate answer response.
Day 16, Thursday, February 16th, 2012 Mrs. Gunther to cover class with college admissions information
Day 17, Monday, February, 20th, 2012 Mrs. Gunther to cover class with college admissions information
Day 17, Monday, February, 20th, 2012 Mrs. Gunther to cover class with college admissions information
Project Study - Help as necessary
Day 18, Tuesday, February 21, 2012
W-up: Figurative Language Fun (94)- “You’re pulling my leg!” is an expression that has nothing to do with real legs. Write an explanation that describes how the expression originated. (Since, of course, you probably have no idea, your explanation will be pulling the leg of anyone who reads it!) Project Study – See where kids are at and help as necessary.
Day 19, Thursday, February 23, 2012 “That’s so cliché!” (55) Write down 5 clichés or phrases that you hear often (Ex. She’s as cute as a button. He’s as strong as an ox. It was pretty as a picture.) Show that you are as ‘smart as a whip’ by writing a paragraph that includes as many of these clichés as possible.
Project Study – See where kids are at and help as necessary.
Day 20, Friday, February 24, 2012
W-Up: Rhyme Poem W-UP – “Oh, Please, don’t sneeze?” Write a paragraph that includes as many words as possible that rhyme with the word ‘sneeze’. {Please, wheeze, tweeze, cheese, he’s, she’s, freeze, breeze, trees, fees, flees, bees, tease}
Project Study – See where kids are at and help as necessary.
Day 21, Tuesday, February 28, 2012
Imagery W-up: Write a three-sentence paragraph about the view out an apartment window, without using the word “the.”
Project Study = Work Time
Day 22, Wednesday – Oral practice and Delivery. W-Up Create a haiku poem about nature –(A haiku is a three-line poem, often about nature. The first and third lines contain five syllables, and the second line contains seven syllable.) The focus is on strong imagery!
Project Study – Work Time/Final Day – Practice oral delivery
Day 23, Friday, March 2, 2012 Write a four-line poem about a mirror. Your poem should express jealousy. Oral practice and Completion of the project
Day 24, Monday, March 5, 2012 W-UP: Review Rubric…Practice your delivery and organize your thoughts.
FINAL SUMMATIVE presentation of POETRY (ORAL)
Day 25, Wednesday, March 7th 2012 W-UP: Reflection – What do you think you learned from this unit? Celebration of work + Quick quiz – Show what you know…
Day 1 Jan. 10
- Introduce Essential Questions
Significant Concept: Poetry is a form of condensed and precise language that expresses humanity and the human experience.Essential Questions: How does poetry express humanity and the human experience?
B. Warm-up: Write your definition of poetry. (5min)
C. Distribute “What is Poetry Poems” handout
-Read these and Add to your definitions (15min)
-Walk and read five other people’s definitions (5min) (Leave your table)
-Go back and add any great insights (2min)
D. Poem Share
-Share favorite poem + Why
-Distribute Poem Share Form – Different Students will present each day ( See Google Doc)
Add-Name-Day of Sharing – Sign Up – 3 minutes. Write this date down J
E. Professional Poetry Reading
-Sarah Kay, “Hands” -Sarah Kay, “Hiroshima”
HW: Bring colored pencils / crayons
Day 2 – Block B Jan 11
A. Poetic Devices Poster
-Assignment
-Poetic Element
-Definition
-Examples from poetry
-Relevant picture
-These need to look spectacular, so I can hang them.
-Devices: See Chart.
-3 groups
B. Allow rest of block to work
Day 3 – Block B Jan. 13
Mrs. Gilbert Poem Sharing “The Zode in the Road of Dr. Seuss”…What do you think?
A. Allow time for Poetic Devices Poster
Day 4 – Block B Jan. 16
A. Poster Presentations (7-10min total)
B. Distribute “Poetic Elements Quiz work together – See how many you know…look up the rest :)”
HW – complete filling in at least 15 questions (11 are vocabulary we previously discussed)
Cycle 16
Day 4 – Block B Wed. Jan.18
- W-up: Journal – Do you like poetry? Why or why
not?” (5 minutes)2. Students will listen to poem: Richard Cory, students will respond to poem using the words that they recognize that describe feelings or tell about the poem – ex. The words gentleman and clean tell me that Richard was a sophisticated man that walked with purpose and was handsome.
3 – Students will underline all words they know – we will investigate words they don’t with a partner
4 – Students will again respond to poem..
5 – What is Irony? How is the end of the poem ironic?
Put “Richard Cory” on board and annotate
-Read it aloud first à Paraphrase
-See what we can find
B. Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?
Day 5 - Thursday January 19th
Objective: Students will be able to work as a group to analyze a poem. Students will then try to identify what elements they found in the poem. Students will become familiar with some literary devices like Irony, characterization, mood .
Agenda
Warm-up: What does a successful person look like to you – Define success? Explain your answer.
1) Students will discuss characterization of Richard Cory and ultimately his fate. How do you relate? In your opinion, what is the most important thing in life and what was missing from Cory’s?
2) As a class - Students will analyze irony, characterization – and write this out using prepared questions in a group
4) Answer questions individually – we will share these on Monday.
Day 6 Monday January 30
Happy Lunar New Year: Spring is Coming!
W-UP: Lunar New Year Prediction: What is one goal or hope you have for the upcoming year? Please describe why it is so important.
Objective: Students will be able to recall certain information relating to poetic devices. Students will be able to identify a process to relate to and understand poetry.
1) What is irony? Think/Pair/Share
2) Students will read ‘We real Cool” and discuss what they notice about the poem – what makes it unique – what is it saying – What is unique about the language?
3) Remind students about TPCAST tool to unlock meaning
4) Walk through What is Mood/Tone
5) Look For Meaning: We Real Cool – including Mood and Tone.
Day 7 Tuesday Jan 31
Journal Warm-up: The following lines are from the poem “The Walrus and the Carpenter” by Lewis Carroll: “’The time has come’, the Walrus said, ‘To talk of many things: of shoes –and ships-and sealing wax-Of cabbages-and kings-‘“
W-Up: List all of your favorite things to talk about.
Day 8 Thursday, Feb. 2
W-up: Everything is Meaningless – Briefly Discuss Tone and Mood.
HW – Bring in completed TPCAST on “Walrus…”
Day 10 Friday, Feb. 3
W-UP: Who do you think you can trust and why?
- Discuss possible themes for Walrus – Discuss revelations about this poem – Was it really childlike like in the beginning?
- Write out theme statements on board and develop these
- Look at “Human Family” by Maya Angelo
- Do TPCAST & ‘Walk Through to Meaning’ – Guide students through discussion.
HW: Complete TPCAST and Walk Through Meaning…Day 11, Tuesday Feb. 7
W-Up: Define the word – Difference – What does it mean to you?
- Discuss “Human Family” by Maya Angelo
- Look at TPCAST & ‘Walk Through to Meaning’ – Guide students through discussion.
- Introduce – Poem… “The Tide Rises and the Tide Falls” by Henry Wadsworth Longfellow –
THE TIDE RISES.docx
- Details
- Download
- 11 KB
No HomeworkDay 12, Wednesday Feb. 8
W-UP. What advice would a DOG fie about life, if it could talk? Write that advice.
- Read “The Tide Rises and the Tide Falls” by Henry Wadsworth Longfellow
- Students complete TPCAST - Introduce briefly the acronym SIFTSEI and show poster – Again, there are different tools to unlock meaning.
- Read it aloud first à Paraphrase
Go further from there. Look at meter/rhyme scheme - What can you identify?- Discuss.
- Complete Reflection Questions as a group.
The Tide Rises Questions ERNY.docx
- Details
- Download
- 12 KB
Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?HW: Finish questions individually if necessary
Day 13, Friday Feb. 10
W-UP. What is it to BE? Write a paragraph that includes at least 10 words that rhyme with be
- Debrief questions for Tide Rises Tide Falls.
- Students are introduced to the poem “The Fish” by Lila Zeigler -
- Students complete TPCAST/walk through independently
- Read it aloud first à Paraphrase
Go further from there. Look at meter/rhyme scheme - What can you identify?- Discuss.
- Complete Reflection Questions as a group.
Ask: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?HW: Finish questions individually if necessary
Day 14, Monday, February 13, 2012
Metaphor/Simile W-UP…Write 10 Food and people metaphors or similes. In other words, compare a persona (real or imagined to food. For example, you might say, “Franco is as assertive as a wilted piece of lettuce, “ or, “Marianna’s har is as red as tomato soup.” Your comparisons should create a very clear image of the person.
- Students are introduced to the poem “The Fish” by Lila Zeigler -
- Students complete TPCAST/walk through independently
- Read it aloud first à Paraphrase
Go further from there. Look at meter/rhyme scheme - What can you identify?- Discuss.
Discuss: What is the author trying to convey through this poem? What poetic devices helped the author most to convey that message?HW: None
Day 15, Wednesday, February 15, 2012
W-up: Onomatopoeia : Burp! Slosh! Snort! Write a paragraph incorporating at least ten onomatopoetic words. Onomatopoetic words are words that sound like what they mean. Example: Smack, bam, beep, boom, swoosh, hiccup, plop, fizz, bonk
Day 16, Thursday, February 16th, 2012
Mrs. Gunther to cover class with college admissions information
Day 17, Monday, February, 20th, 2012
Mrs. Gunther to cover class with college admissions information
Day 17, Monday, February, 20th, 2012
Mrs. Gunther to cover class with college admissions information
Project Study - Help as necessary
Day 18, Tuesday, February 21, 2012
W-up: Figurative Language Fun (94)- “You’re pulling my leg!” is an expression that has nothing to do with real legs. Write an explanation that describes how the expression originated. (Since, of course, you probably have no idea, your explanation will be pulling the leg of anyone who reads it!)
Project Study – See where kids are at and help as necessary.
Day 19, Thursday, February 23, 2012
“That’s so cliché!” (55) Write down 5 clichés or phrases that you hear often (Ex. She’s as cute as a button. He’s as strong as an ox. It was pretty as a picture.) Show that you are as ‘smart as a whip’ by writing a paragraph that includes as many of these clichés as possible.
Project Study – See where kids are at and help as necessary.
Day 20, Friday, February 24, 2012
W-Up: Rhyme Poem W-UP – “Oh, Please, don’t sneeze?” Write a paragraph that includes as many words as possible that rhyme with the word ‘sneeze’.
{Please, wheeze, tweeze, cheese, he’s, she’s, freeze, breeze, trees, fees, flees, bees, tease}
Project Study – See where kids are at and help as necessary.
Day 21, Tuesday, February 28, 2012
Imagery W-up: Write a three-sentence paragraph about the view out an apartment window, without using the word “the.”
Project Study = Work Time
Day 22, Wednesday –
Oral practice and Delivery.
W-Up Create a haiku poem about nature –(A haiku is a three-line poem, often about nature. The first and third lines contain five syllables, and the second line contains seven syllable.) The focus is on strong imagery!
Project Study – Work Time/Final Day – Practice oral delivery
Day 23, Friday, March 2, 2012
Write a four-line poem about a mirror. Your poem should express jealousy.
Oral practice and Completion of the project
Day 24, Monday, March 5, 2012
W-UP: Review Rubric…Practice your delivery and organize your thoughts.
FINAL SUMMATIVE presentation of POETRY (ORAL)
Day 25, Wednesday, March 7th 2012
W-UP: Reflection – What do you think you learned from this unit?
Celebration of work + Quick quiz – Show what you know…